The NATIONAL ELEMENTARY RINCIPAL: CENERAL LIBRARY UNITY. OF mica, BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS NATIONAL EDUCATION ASSOCIATION THE NATIONAL ELEMENTARY PRINCIPAL BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Published in October, December, February, April, June, and July by the Department o Elementary School Principals of the National Education Association of the United States. All elementary principals—administrative, supervisory, and teaching—are eligible to acti: membership in this department. The payment 3 dues entitles active members to attend 4 meetings of the department, to hold office, to vote, and to receive the Bulletins. Associate membership may be had by all members of the National Education Association who are actively angers in any phase of school work by paying the regular membership fe of $3. They are entitled to all privileges except the right to vote and hold office. Subscription to non-members is $3 per year; single copies of the Yearbook, $2; single copie; of the Bulletin, 25 cents (except the Official Reports, 50 cenis). Entered as second-class matter November 20, 1922, at the postoffice at Washington, D. (, under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. Executive and Editorial Offices, 1201 Sixteenth Street, Northwest, Washington, D. C., Eva G. Pinkston, Editor. OFFICERS OF THE DEPARTMENT, 1939-40 President, Irvin A. Wilson, 437 S. Stone Avenue, La Grange, IIl. Executive Committee Ira M. Kline, 177 Gibson Avenue, Whit: : . : Plains, N. Y. ee » nD oe = Arnold Gregory, Raupp School, Lincok er ee : ‘ Park, Mich. Second Vicepresident, Robert H. Edgar, Isabel Tucker, Festus Wade School, & Louis, Mo. Bedford School, Pittsburgh, Pa. . 3 Elizabeth R. Malcolm, Truman Stree School, New Haven, Conn. Certification Division, Cassie F. Roys, Di rector, 2609 Bristol St., Omaha, Nebr. Life Membership Division, Herbert C. Ha- Third Vicepresident, Sarah L. Young, Parker School, Oakland, Calif. Fourth Vicepresident, Lester J. Nielson, 724 Windsor Street, Salt Lake City, Utah. Fifth Vicepresident, Marjorie Walters, Har- rison School, Cedar Rapids, Iowa. Executive Secretary, Eva G. Pinkston, 1201 sen, Director, 1045 N. Lockwood Ave Chicago, Ill. Retirement Division, M. Emma Brookes Director, Windsor, Ashtabula Co., Ohi Professional Relations Division, Mason 4 Stratton, Director, Brighton Avenu Sixteenth St., N. W., Washington, D. C. School, Atlantic City, N. J. See space below for Committees as they are appointed thruout the year Committee on Safety Mrs. Edith B. Joynes, Chairman Robert Gatewood School Norfolk, Va. W. C. Painter 425 S. E. 45th Ave., Portland, Ore. Cc. O. Callahan Joseph Murphy 309 Fredonia Peoria, Il. Francis H. Budd 406 Franklin St., Siebert School 36 Chapman PI1., Boise, Idaho Columbus, Ohio Glen Ridge, N. J. The Contents of this Bulletin are listed in the Education Index The picture appearing on the cover is the Christ Church in Alexandria, Virginia, which is just across th Potomac River from the Nation’s Capital. This church, built in 1767-73, is of historic interest because it* here that both Washington and Lee attended. The pews they owned are marked and marble tablets com memorate both men. Robert H. Edgar Bedford School Pittsburgh, Pa. Coral Norton —— 98 THE NATIONAL ELEMENTAR! Cor You PRI ALS ment of ies. D active tend all Ociation ship fer @ copie; ee , BF. provided a Cc, ne e, Whit: Lincok nool, & n Stree oys, Di Nebr. C. Han- od Ave Brookes 0., Ohio [ason A Avenut across th cause it blets com ——$——— TAR! The National Elementary Principal Volume XIX, No. 3 February, 1940 —— On to St. Louis February 24-29, 1940 D is for Date—February 24 to 29 E is to Enjoy yourself, have a good time S is for “Showboat” greater than before P is for Principals—turn out by the score P. A.J. Contents Gemwemtson TYOOTAM. . .. .- csc ccc cs aes 100 Vitalizing the Curriculum in the Rural DOMOOI— WONG... ct cc cece ns 103 Lest We Forget—Kline.................... 106 Schools of Today—Myers.................. 107 Fourth Annual Conference on Elementary NIE. «Sao os Gh is ew cee eae es 112 What Can We Reasonably Expect of Our ROT EIS, kn he Sire wks ee eckues 117 Let's Make Our Resolution Come True!— | FR er ry ere ee 122 weat's Happening!.............000.600000. 124 SEER L OELE Ber 126 DO YOU KNOW THAT— DR. BEN GRAHAM, president, and Mr. S. D. Shankland, executive sec- retary, of the A.A.S.A. are fast completing the pro- gram for the St. Louis Convention, February 24- 29, 1940. Have you made plans to attend? Reports show that a record break- ing crowd of the leaders of education will be present. DR. J. W. CRABTREE and his good friend, Mrs. Dorothy Canfield Fisher, will be honor guests at the D.E.S.P. banquet, Monday, February 26, 6 p.m., Grand Ballroom, Statler Hotel. A Showboat Program on “Ole Man River” will be the special entertaining feature of the evening. PRESIDENT WILSON has chosen for the theme of the Monday afternoon program, Wkat Good Edu- cational Practices Can Be Found in Our Elementary Schools? For Tuesday afternoon the St. Louis and Missouri principals have chosen, The Role of the Elementary School Princi- pal as Director of a Work- shop for Citizenship. * * * THE 78TH ANNUAL Convention of the N.E.A. will be held in Milwaukee, Wisconsin, June 30-July 4, 1940. PRINCIPAL, FEBRUARY, 1940 99 MONDAY Parlor A Statler Hotel MONDAY Feb. 26 2:00 P. M. Auditorium Bishop Tuttle Memorial Hall DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Convention Prog 7am St. Louis, Missouri February 24-29, 194) President, Irvin A. Wilson, Principal, Delano School, Chicago, Illinois Executive Secretary, Eva G. Pinkston, 1201 Sixteenth Street, N. \j Washington, D. C. An Acquaintance Breakfast in Parlor A, Statler Hotel. Hos Frank H. Gorman, President, Missouri Elementary Principals’ Associ; tion; Robert E. Strickler, President, St. Louis Elementary Principa\ Association; and Ida M. Hooss, President, Women Principals’ Cy} St. Louis, Missouri. Singing will be led by Robert H. Edgar, Princip Bedford School, Pittsburgh, Pennsylvania; Charles B. Pierce, Princip: Brentwood Schools, Brentwood, Pennsylvania, Accompanist. GENERAL SESSION What Good Educational Practices Can Be Found In Ow Elementary Schools? Irvin A. Wilson, President of the Department, Presiding CoMMUNITY SinciInc—Robert H. Edgar, Principal, Bedford Schod Pittsburgh, Pennsylvania, Leader Charles B. Pierce, Principal, Brentwood Schools, Brentwood, Pen sylvania, Accompanist GREETINGS Amy H. Hinrichs, Principal, Audubon School, New Orleans, Loui ana, and President of the National Education Association REPORTS OF COMMITTEES Editorial Cecelia Galvin, Principal, School No. 3, Indianapolis, Indiam Chairman Conference on Elementary Education J. Murray Lee, Assistant Professor of Education, University 0 Wisconsin, Madison, Wisconsin Radio Jane Monahan, Principal, School No. 92, The Bronx, New Yori New York, Chairman Visual Education Harry H. Haw, Principal, Alexander Hamilton School, San Dieg California, Chairman SoME INTERESTING PRACTICES OBSERVED IN THE ELEMENTARY SCHOtl Maycie Southall, Professor of Education, George Peabody Collet for Teachers, Nashville, Tennessee 100 THE NATIONAL ELEMENTAR CU Dis CHI SHO The Men Com THE A Di All ment furth Princ PRI} , 194i inois N.W Host; Associ Ncipak ” Club rincipal ‘incipal Our School, 1, Pen: Louis: /ndiana rsity (i w York 1 Diegi ScHo0l Colles — V TAR! CURRICULUM AND INSTRUCTIONAL PRACTICES IN THE ELEMENTARY ScHOOL William H. Burton, Graduate School of Education, Harvard Uni- versity, Cambridge, Massachusetts DiscussION From THE FLOooR BANQUET Sponsored by the St. Louis Elementary Principals Isabel Tucker, Principal, Festus Wade School, Chairman Irvin A. Wilson, President of the Department, Presiding CHILDREN’S CRUSADE FOR CHILDREN Dorothy Canfield Fisher, Arlington, Vermont SHOWBOAT PROGRAM The Nancy Lee will dock at the foot of Washington Avenue (Stat- ler Hotel) on “Ole Man River,” at 6 p.m. sharp. Melodrama, where the hero is glorified and the villain gets his just reward, will be presented. Deck Hands will render real negro songs and dances. Two sons of the community who have been travelling on the Show- boat, Robert E. Strickler, famous travelling bass, and Rogers T. Monagan, an outstanding tenor, will sing and will invite the group to join in songs of Showboat Days. GENERAL SESSION The Role of the Elementary School Principal as Director of a Workshop for Citizenship Sponsored by the Missouri Elementary Principals’ Associa- tion—Frank H. Gorman, President, Presiding Members of the National Council of Childhood Education are specially invited guests ComMMUNITY SINGING—Robert H. Edgar, Principal, Bedford School, Pittsburgh, Pennsylvania, Leader Charles B. Pierce, Brentwood Schools, Brentwood, Pa., Accompanist THE MopERN ELEMENTARY SCHOOL AS A WORKSHOP FOR CITIZENSHIP Ola Wickham, Principal, Manchester School, Kansas City, Missouri A Drama Review—‘THE AMERICAN Way,” by Moss Hart and George Kauffman Mrs. John F. Lilly,,Clayton, Missouri MEETING OF DEPARTMENT REPRESENTATIVES All State, District, County, and City Representatives for the Depart- ment of Elementary School Principals will meet to discuss plans for furthering the work of the Department. Officers of State and Local Principals’ Organizations are cordially invited to attend this meeting. The Department has been invited to participate in the presentation of Yearbook of the Department of Supervisors and Directors of Instruction February 27, 9:30 a.m., Assembly Hall 4, Municipal Auditorium. ___. PRINCIPAL, FEBRUARY, 1940 MONDAY Feb. 26 6:00 P. M. Ballroom Statler Hotel TUESDAY Feb. 27 2:00 P. M. Auditorium Bishop Tuttle Memorial Hall WEDNESDAY Feb. 28 2:00 P. M. Room 104 Statler Hotel the Twelfth on Tuesday, OTHER ATTRACTIONS AT THE CONVENTION Musica Americana—St. Louis’ welcome to the American Association of School Administrators will be given tangible form on Sunday evening, February 25, in Convention Hall, Municipal Auditorium, when “Musica Americana, 1940 Edition,” a dramatic portrayal of American music, will be presented. About 2700 high school children will take part in the production in which the history of American music from Indian dances to the works of Gershwin and Kern will be told in dancing, song, and pantomime. An all-high-school orchestra of 90 pieces will accompany the performance. The original presentation of Musica Americana was given in March, 1938 when the Music Educators’ National Conference held its national convention and music festival in St. Louis. In the audience at this performance were 12,000 music educators from all parts of the country. It was the spontaneous enthu- siasm of this group which caused Superintendent of Schools, Dr. Henry J. Ger- ling to have the production repeated for the superintendents’ meeting. The performance will not only be an interesting educational project but “good theatre” which no visitor to St. Louis will want to miss. A Mammoth Stage Revue—On Wednesday evening, February 28, 8:00 p.m., there will be presented a modern stage interpretation of the Educational Policies Commission’s book, The Purposes of Education in American Democracy. An American, “Mr. Chips,” known merely as Grandad is a kindly and lovable retired school superintendent, who interprets the purposes of education to his granddaughter, Sally, an earnest and intelligent college girl who wants to become a teacher. Around the thread of this theme are woven colorful and dramatic scenes with tuneful songs, full choral effects, and orchestral backgrounds. The script and music come from Oakland, California, and the entire produc- tion is under the direction of Dr. E. W. Jacobsen, Superintendent of Oakland Schools. The entire cast of players comes from suburbs of St. Louis, from the schools of Clayton, Webster Groves, and University City. Exhibits—Those of you who have been privileged to attend a winter meeting of the American Association of School Administrators know that the exhibitors who bring their wares and show all the new gadgets for teaching are really doing one of the finest pieces of work in helping us to do ours. We know that you realize the value of spending much time in the exhibit hall. Those of you who are attending the meeting for the first time, let us urge to plan your schedule so as to spend a great deal of your time with those people who have brought displays to help you in your work. At these exhibits there is always something new, inspiring, helpful, and instructive. Confer with the per- son who has charge of the booth, for he or she is an expert in his or her line o! work. The exhibit at St. Louis is one of the largest ever arranged, and the entire amount of space was assigned sometime ago. Come and learn about the new things! Secure early your Showboat banquet tickets from Miss Isabel Tucker, Festu Wade School, St. Louis, Missouri. Only reservations accompanied by check wil be honored. 102 THE NATIONAL ELEMENTAR) wol | use frot Sep inte trar and T a W frie coul mun it is teac prac mun catic in S almo has | in St A these head: Recr guage the grate 1 Lov PRIN of ary 940 700 r of | be eces 938 and thu- Ger- z00d 8:00 onal racy. vable > his come natic yduc- cland 1 the -eting pitors doing t you ‘ge to eople ere is 2 per: ine of entire > new Festus k will — TARY Vitalizing the Curriculum in the Rural Schools Mrs. Mary Yeager Wallace, County School Supervisor, Smith County Schools, Tyler, Texas Rural education is important because of its influence upon such a large proportion of our population in this country today. According to F. J. Lowth,' there are about ten mil- lion children from rural communities in our public schools. These children come from many homes where the parents are not financially able to do more than send them to the com- munity school. With this condition in mind, and the fact that agriculture is one of the leading industries in our coun- try today, there must be a closer correlation between rural MARY YEAGER education and community life. It is up to us as teachers to eeeasaueal make the rural school as interesting, as attractive, and as worthwhile as it can be made. With this introduction an attempt will be made to explain what method was used to vitalize the curriculum for the rural schools in Smith County, Texas, from the year 1936 to 1939. The writer came to this county as supervisor in September, 1936. Very little had been done to make classroom teaching more interesting and more worthwhile. An excellent program of consolidation and transportation had been worked out by the County Superintendent, R. S. Boulter, and the schools were in fit condition for such a program as outlined. The first year, 1936-1937, was spent in getting acquainted with the county as a whole—learning the financial conditions, meeting the teachers and making friends with them, finding out what equipment was in each school and how much could be obtained, and many other things pertaining to the individual com- munity. Let it here be said that for a county school program to be successful, itis best to proceed slowly. The community must be educated as well as the teachers and pupils. In this county talks and explanations of modern educational practices were made that first year to Parent-Teacher Associations and Com- munity meetings and visits were made into many homes to determine the edu- cational status of the community. Consequently, when the program was begun in September, 1937, the communities, parents, teachers, and pupils cooperated almost one hundred per cent. The following account gives an outline of what has been done to vitalize the curriculum, and to improve classroom instruction in Smith County Rural Schools. Activity Program—tThe unit plan of teaching has been the method used in these schools. In this method all subjects were placed under the four well known headings, Language Arts, Mathematics and Science, Social Studies, Creative and Recreative Arts, and the school day divided into four periods. During the Lan- guage Arts, period reading, language, spelling and writing were integrated; in the Mathematics and Science period, arithmetic, science, and health were inte- grated. The Social Studies included history, geography, and civics, while the 1 Lowth, F. J.: Everyday Problems of the Country Teacher, N. Y., Macmillan Co., 1936, p. 5. PRINCIPAL, FEBRUARY, 1940 103 Creative and Recreative period included music and art. Each school obtained , victrola and many had pianos and radios. If a unit in Social Studies concentrated on Indians, Colonial Life, or Life in the Desert, the Language Arts subjects were correlated with that same subject, and the art and music also cooperated with their songs and paintings. Many times the Mathematics and Science could co. operate, but in most cases a separate unit was carried on in that core area. In the majority of the schools the text books were used mainly as references, that js, they were used as the material was needed. Most of the work was done at school, very little home work being needed. County School Circulating Library—To supplement the basal texts spoken of in the above paragraph, a county school circulating library was formed. This was financed by including in the school budget ten dollars per teacher per year, This library has grown to about 2700 volumes at the present time, with new books being added each year. There are about 165 teachers in the white elemen- tary schools of the county, and each teacher is entitled to 15 books every two weeks, delivered to the schools. An example: a three teacher school gets 45 books every two weeks. Twenty-eight sets of reference books have been added to the library and placed in schools where they were most needed. Visual aid equip- ment consisting of 108 pictured teaching units were placed in the library for circulation among the schools. Many schools were able to purchase picture ma chines and stereoscopes for use in their classrooms. Work required—Two units of work were asked of each teacher during the year 1937-1938 to initiate the new plan of teaching to pupils and communities These units of work were to last from four to six weeks, and after completion were written out and placed on file in the supervisor’s office to be used as refer- ences in the future. As a culminating activity the teachers and pupils held ope house, inviting their friends and parents to see the display of work done dur ing that period of time. These exhibits were usually followed by short programs and explanations by the children. Excursions—Many interesting excursions were made by the teachers an pupils in connection with their units of work. Trips were made to the factories department stores, bakeries, and newspapers in Tyler, the county seat, and t saw mills, oil wells, refineries, and rose fields in different communities in the county. The local community was stressed in comparison with the industries an activities of other parts of the world. Exhibits in the Supervisor’s Office—To further create interest each scho was given the opportunity to prepare an exhibit of work for a week’s display the supervisor’s office. These exhibits were prepared in a most satisfactory mat ner, each one getting better as the year progressed. Teachers and pupils woulé bring in the material on Friday afternoon, and other teachers and visitors comit in on Saturday and the following week were able to compare their work wil! that being done in other schools of the county. Thus, the office was a place @ exchange of ideas between teachers throughout the year. —— 104 THE NATIONAL ELEMENTAR we er: thi als Sut the ers the lor ach me! nor On teat typ ject tage soci fave bett mel tion PRI ned a rated , Were with ld co- [n the lat is, chool, poken . This year, h new emen- "y two books to the equip- ry for re ma- ing the inities. pletion ; refer- d open 1e dur: ograms rs and ctories, and ti in the ‘ies and 1 school play i 'y mat ; would coming rk with lace oi —— / TAR Demonstration Days—There are four commissioners’ precincts in Smith County, and each year an outstanding school in each precinct is selected as a demonstration school. The other schools in these precincts are dismissed on designated afternoons in order that the teachers may visit the selected school. Some excellent teaching methods are demonstrated and immediately following this demonstration the teachers are assembled into two groups, primary and intermediate, for discussion. Many problems are attacked, discussed, and solved at these meetings. Practical Arts—Many courses of practical arts are taught throughout the county. The teachers take not only the average children, but those children who are misfits, and try to instruct them in working, playing, and living together today, as well as in teaching them some of the things they will need in making a living in the future. Meetings and Associations—Meetings of the teachers are held every six weeks for the purpose of discussion of problems. Outstanding speakers and teach- ers in each field are brought to these meetings, and many problems are discussed. Ninety-five per cent of the schools have active Parent-Teacher Associations that cooperate in every respect with the new type of work being done. They also assist by buying much needed equipment. A Smith County Teachers’ Association was organized and affiliated with the State Teachers’ Association. Visits to Schools—From Tuesday through Friday were visiting days for the supervisor. Each school in the county was visited at least four times, and many of the weaker schools and teachers much more often. At the end of each visit the supervisor and teacher held a conference and problems were discussed. Teach- ers were encouraged in every way possible. Many bulletins were sent out during the year containing suggestions for the improvement of work, and other helps for teachers and pupils. Achievement Tests—In March, 1938, twenty-nine schools were given achievement tests in accordance with the program outlined by the State Depart- ment of Education. Of this number tested, seventeen made the required state norm, thus giving them the title of Standardized Schools for the year 1938-1939. One Junior High School affiliated through the ninth grade. Summary—In summarizing the above article it might be said that the teachers of Smith County Schools are rapidly getting away from the old formal type of merely hearing classes, and are trying to teach children instead of sub- jects. To be able to give the children of the rural communities the best advan- tages possible is the ambition of each teacher, and to fit them for places in the social, economic, and political world of tomorrow, where they will compare favorably with the children of the city schools, and with those who have had better opportunities. All State and Local Principals’ Associations should make arrange- ments to send their presidents to the St. Louis and Milwaukee conven- tions, February 24-29, 1940 and June 30-July 4, 1940 respectively. PRINCIPAL, FEBRUARY, 1940 105 a Lest We Forget * Aaron Kline, Principal, Pullman School, Chicago, Illinois 3. Democracy In our city the announcement has been sent out that we are to emphasize Americanism in the schools. The public schools have always taught the glories of our American de. mocracy. It is proper that they should. Now that democ. racies in other continents are giving way to Dictatorships, it is not only proper but also imperative that the schools emphasize to our future citizens the democratic way of life. Recently a prominent educator said, “We must make democracy work or we may lose it.”’ This statement must be challenged. The answer is, democracy has worked and is working. If you examine what we call the failure of democ- racy, you will find the failure is due to the lack of democracy rather than to democracy. The first thing to teach then is that democracy works. Our greatest breakdown is in the industrial world. This breakdown has caused about one third of our people to be robbed of a chance to make a living. The industrial group of the United States has never adopted democracy as a part of its management. A few notable examples of industrial plants that tried the democratic way with success are on record. A great shoe company and a great railroad system each found business increased and labor trouble vanished when they substituted a degree of democratic methods for autocratic control. The breakdown in great cities is not due to democratic methods of control, but rather to the substitute of machine control with its patronage system of ignoring and shortcircuiting civil service with the corruption of the ballot, and the protection of vice and crime. In the home the patriarchal system is rapidly giving way to the democratic system. Children are now to be heard as well as seen. The change in home attitude toward children is as much due to the democratic way of living as to the advance in child psychology. In the school also dogmatic rule has almost entirely given way to pupil participation. The second thing to teach then is the extension of democracy into other fields. Third, the place of the expert in a democracy should be clarified. Are there some questions that are not to be decided by referendum but rather to be de- termined by the opinion of the expert based upon scientific research? If so, the future citizen should be taught about some of the problems not suitable for the referendum, in order that he may not be a victim of the demagog who cries loud and long that the people are losing the right to determine by ballot. Fourth, teach that if we want intelligent voting we must make it possible for intelligent voters to know more about those for whom they are asked to vote. A short ballot has been suggested as a solution of this problem. Should we elect fewer officials and make more positions appointive? AARON KLINE *In each issue of The National Elementary Principal this year Mr. Kline will discuss a pertinent educational problem. 106 THE NATIONAL ELEMENTARY CO} PR at we yublic n de- =moc- ships, *hools f life, make ist be nd is emoc- an to aused . The | part cd the great when yntrol, em of t, and cratic home as to ilmost is the - there be de- 30, the or the ) cries ssible » vote. e elect ucational TARY Schools of Today * Fannie Myers, Principal, Mason School, Omaha, Nebraska As yet I am unable to fathom just why I was selected to represent the ele- mentary section of our schools before the members of the Omaha School Board when there are so many others on our staff better qualified in every way to do so. Perhaps it is because I began to teach in Omaha back in the “Horse and Buggy” days and have not only seen the changes which have come into our schools and into enlightened schools all over the land, but it has been my very good fortune as classroom teacher, as member of the supervisory staff and as principal of an elementary school to have actually participated in this trans- formation. There may be another reason too. In the words of a familiar hymn, “T love to tell the Story” because I know so well what this new procedure is doing for the children. “Why are these changes?” you may ask; “What are they?” and “What reasons have we for believing that the enlightened school of today is doing more for youth than did the school of yesterday?” Before attempting to answer these queries may I be presumptuous enough to ask you a question? Do you believe seriously that the changes in the educational field have been any more drastic than those which have found their way into the business and professional world during the past 25 years? When I was a small girl my father was a merchant. He operated what was then considered a rather large general store. Today, no doubt, it would be classed as a department store. If I remember correctly, he was his own pur- chasing agent, his own head of each department, he was his own advertising manager, his own floor-walker, and his own store detective. He personally hired his own employees and, whenever possible, he stepped behind a counter to aid in selling his own merchandise. My father has been gone for 23 years. I wonder what he would think of the changes in the conduct of business, should he return today. Replying to our first question—‘‘Why are these changes?” I can cite but a few reasons in the brief time allotted. First of all, we know more about the learning process than we did when I began to teach. We know more about how children learn and under what conditions they learn best; more about individual differences in learning ability or in the rate of learning; more about what to expect from the average learner, the fast and the slow learner. But the greatest change in our procedure perhaps is a direct result of our gradual awakening to the fact that our chief responsibility to the American child in the public and private schools of this country is to prepare him for life in a democratic society. Unless we do this there may eventually be no democratic society for which to prepare him. We must so educate the children, from the kindergarten level on and up through the University Graduate school, that they will have perfect confidence in their ability and individually to solve the problems peculiar to a democratic form of government. Cramming subject matter down their throats ina highly competitive situation, such as you and I experienced in the classrooms “ Address given recently before the members of the Omaha School Board. PRINCIPAL, FEBRUARY, 1940 107 of yesterday, will not give to our children the tools necessary to the solution of these problems. About ten years ago when the first of our recent cycle of business depressions descended upon us, I asked a prominent civic leader why something was not done to avert it. “Why,” said I to him, “don’t the big business men, the leading bankers, the Wall Street brokers and prominent professional people of this country get together and halt this avalanche that is threatening to crush us?” “Why, that is just the trouble,” he replied. “‘They don’t know what to do about the situation. No one seems to know.”’ To me, as a teacher, his answer was most significant. It was, I thought, a most sweeping indictment against the schools of the nation, against the type of training these intelligent citizens had received in them. Here was a concrete illustration of the fact that the best thinkers in the land had no confidence in their ability to solve together their common problems, The second question—“What are these changes?’’ follows close on the heels of that which we have just been discussing. The wise business man, no doubt, made his changes gradually as he began to learn more about the needs of his customers. So we, in the field of education, are making our changes gradually, as we comprehend better the needs of each individual child and understand more fully the place he will occupy and the responsibilities he must assume as an adult living under our form of govern- ment and participating in the American way of life. What are the changes? What do we see when we visit a modern school— a school geared to our American ideology and to our expanding knowledge of the learning process? Although we have succeeded in retaining practically all of the best features of the fine old schools of yesterday, we have found it necessary to discard certain of its methods and so you will not see rows of children sitting like automatons, all studying from the same page of the same book series at the same time. You will not see them close their books at a given signal, stand at their desks and recite back to their teachers, like so many parrots or phonograph records, the words they memorized from a book, as | did when I attended Mason School as a child, and as girls and boys in my own classrooms did when I began to teach many years ago. You will not see that, in spite of the fact that as yet we have not been permitted to banish all the antiquated furniture from our classrooms much as some of us would delight to do. What then will you see? More than likely, if you step into a primary class- room you will see a little group of five or six tiny tots reading from a very simple text-book adapted to their needs; another small group in the same room studying a more difficult book adapted to their needs, and still another little unit in the corner perhaps, learning to read from an entirely different type of reading material suitable to their particular needs. In compliance with what we are discovering about individual differences in the learning rate among children, we have made these changes in our teaching procedure. In compliance with what we have discovered about the conditions under which children learn most rapidly we have banished to a certain degree at least, much formality from our classrooms and have introduced an atmosphere of informality and interest most conducive to the learning process. 108 THE NATIONAL ELEMENTAR! wl col toc int the an Lo thi He scic will ind ing the will part in t! mor PR} ution sions ; not ding this us?” ibout most Is of eived n the lems, heels regan ation, each d the yvern- ool— ge of ly all ind it ws of same at a many , as I y own vat, in ll the ght to class- | very - room little ype of ces in aching litions rree at sphere TARY Someone may ask, “Why go to all that trouble?” “Why not serve the ma- jority only and let it go at that?” Well, we must never forget that in a de- mocracy like ours, every child, be he brilliant, average or slow mentally, is a potential voter, and you will agree, I am sure, that he will become a more in- telligent voter if given an opportunity to develop just as far as his capabilities permit. In the Intermediate and Junior High Departments of the elementary school the changes would no doubt be more apparent and more amazing. Here we find groups actually working together on problems or projects which in many cases they have set up for themselves. Imagine that! Children in classrooms choosing their own tasks, setting up their own jobs, so to speak, planning together,—yes, even talking out loud perchance—scandalous as that may seem to some of us accustomed to the old deaf and dumb type of classroom in which whispering must needs mean copying or something definitely worse! Or you may find a group preparing an assembly program, or you may come upon a class meeting in progress—the President in the chair, the Secretary taking notes, and, perchance, a lively discussion going on from the floor on topics such as “How should intelligent children conduct themselves during a fire drill?” or “How do cultured people act in an auditorium?” Or “What about the papers found scattered on the play-grounds this morning?” Or you may see them as they walk naturally through corridors at intermissions, undirected by teachers, talking in low voices as they go, or you may watch them as they dismiss themselves in an informal way at closing time—learning how to become good responsible citizens of their civic community tomorrow by practicing good responsible citizenship in their school community today. You see, the emphasis has shifted from concentration on subject matter to concentration on the child, yet it is but fair to say that we do a far better job today in teaching the 3 R’s than we ever did before, largely because of the added interest our newer methods inspire. Discussing the third and last question—‘‘What reasons have we for thinking that the school of today is superior even to the fine old schools of yesterday?” I would suggest that our answer is to be found in the changed attitudes of boys and girls toward the learning process and toward life in general. With Robert Louis Stevenson they are beginning to see that “Life is so full of a number of things, I am sure we should all be as happy as kings.”’ In addition, we are beginning to realize that the whole child comes to school. He brings with him not only his mind, but his body, his moral and civic con- sciousness as well, and that in ministering to the needs of the whole child, you will agree, we are giving better service to all the children of all the people, which, indeed, is what the schools in a democracy are for. In other words, we are aim- ing to educate American youth for full, intelligent and happy participation in the American way of life,—that our form of government may endure. This, you will agree, is a large order and we need all the help we can possibly get from parents, boards of education and members of the community at large. As yet I have not mentioned the part an elementary school principal plays in this new scheme of things. You may be surprised to learn that her work is far more difficult than was that of her predecessor a generation ago, in spite of the PRINCIPAL, FEBRUARY, 1940 109 fact that problems of a disciplinary nature have been reduced to a minimum, Believe it or not, sometimes weeks go by without a single case of discipline being referred to the office. That being true, you may wonder just how she spends her time—what are her duties and responsibilities? To what positions outside the school house would her job be comparable? First of all, the principal is general administrator and chief executive of her little school community, and where that community numbers nearly 900 persons as did ours a short time ago, this is no small responsibility. Next, she must qualify as clerk, being re- sponsible for all reports, for monthly pay-rolls, for transfers in and out with all the details attached thereto, for the monthly supply order, for distribution of books and supplies; for records dealing with all financial transactions of the . school, for letters to parents, for replies to other school systems seeking infor- mation about individual children transferred to them, for keeping office files up-to-date, and a score of other minor and major matters peculiar to a school, which time forbids enumerating. Then she must serve as community contact officer, and this has become almost a full time job in itself, in spite of the fact that our central office virtually bends backwards trying to protect us from outside interference. Life has become so complex, however, and some of these outside contacts so valuable to us in our educational work that we would not if we could, and could not if we would, exclude them from our doors. Via the principal come all communications concerning:—City safety regu- lations, Red Cross and Community Chest activities, P.T.A. programs, W.P.A. projects, American Legion requests, Family Welfare work, Juvenile Court cases, City Health Department rules, Notices from Teachers’ Forum, Principals, Clubs, etc., etc., etc. Again, time forbids enumerating them all. Last to be named but from the viewpoint of the principal, the most important of all her duties is her work as professional leader in her own school domain and community. She wants to be of the utmost service to her teachers and . children; to so organize all departments of her school that they will work har- moniously and intelligently together, with a minimum of effort; to study the needs of individual children in the classroom; to study the methods of teachers and their results by visiting them at work; to plan and conduct teachers’ meet- ings; to have personal interviews with members of her faculty, that she may better understand their individual problems, to stimulate and encourage them as they work in overcrowded classroom; to examine new text books; to read widely the fine professional literature that comes to her desk; to evaluate cur- ricula and adjust it to the needs of her particular school; but—alas and alack. where can she find the time, energy and ability to perform these most neces- sary and important tasks when she has so many other things to do. At this point I wish to state that this is where our excellent supervisory staf renders invaluable aid to the busy principal. She could not possibly carry on her supervisory program in the school of today without the fine progressive leadership which emanates from the central office and establishes its contact: with the individual school through the members of the supervisory staff. We like to think of these helpful friends as teachers at large, for they aid us all— children, teachers, parents and principals—as they go about from school t 110 THE NATIONAL ELEMENTAR! -_ am 26 _~ as SJ = 0’! Sch Ass Ric Pi um. line she ions ipal and ‘ime re- vith tion the for- files 001, nost nds > $0 our uld, egu- PA. SES, Jals, tant nain and har- the hers leet: may hem read cur- ack, Ces: stafi y On sSive acts We l— 1 to {RY school upon call, diagnose our needs and give us the information and inspiration necessary to carry on. They are of incalculable value to the individual principal and are of the most vital importance to our entire educational system. Every day we feel a deep gratitude for these kindly experts who come to us when we call them and help us with those problems which baffle us when we are trying so hard to help each boy and each girl become what you want your son or your daughter to be. RADIO IN EDUCATION “The Implications of Radio in Modern Education” is the subject of the twelfth yearbook of the Michigan Education Association Department of Ele- mentary School Principals. It is expected that the book will be off the press in March or April, 1940. Historical and social aspects of the radio, its usage as an instrument of prop- aganda both by democratic and totalitarian states, and its significance as an educational agency, will be considered, leading to more specific effects upon the mental and emotional life, particularly of children. The Yearbook will take the form of a symposium, with write-ups interspersed with bibliographical, and in many cases annotated references to available material. There will be original research on Michigan radio problems, particularly on the listening habits of children. Teachers, supervisory officers, and specialists in radio education, as well as the elementary principals of the state will contribute. —November, 1939 Michigan Education Journal At work on the 12th Yearbook of the Michigan Elementary Principals’ Association. Left to right: Edna O’Brien, Sherman School, Bay City; Muriel Wilkinson, McKinley School, Wyandotte; Roy Robinson, Liberty School, Highland Park; Arthur H. Rice, director of publications and informational service, Michigan Education Association; H. Earle Correvont, State Department of Public Instruction; and Clarence J. Messner, Gabriel Richard School, Grosse Pointe Farms, chairman of the committee. PRINCIPAL, FEBRUARY, 1940 111 Fourth Annual Conferenpn Sponsored by the Departmejfi W. E. GIVENS School of Education of nN Madisotisc July1940 The Department of Elementary School Principals and _ the School of Education of the University of Wisconsin are cooperat- ing in conducting this special two-weeks’ course for which regular University credit is granted. The Theme. The theme of the Fourth Conference is ‘“Enrich- ing the Elementary School Curriculum.” The Program. 9:00-10:00 a. m. DEMONSTRATIONS AND Ob- SERVATIONS. Each morning there will be a series of general demon- strations conducted by experts. These demonstrations will deal with: (1) Newer developments in reading; (2) Staff planning of a unit of work; (3) Staff evaluation of a unit of work; (4) A | case study conference including the teacher, the principal, psy- chologist, psychiatrist, and school nurse; (5) Cooperative group ( work in the social studies; (6) Types of speech difficulties, using é actual cases; (7) Rhythmics; and (8) Better uses of the radio. In addition, the summer elementary laboratory school will be open; and each day there will be opportunities for some to visit at least one of the carefully planned demonstrations under the direction of a staff of outstanding elementary teachers. 10:15-11:45 a.m. THE GENERAL ASSEMBLY a oa Ce on a ae Each session of the general assembly is carefully planned to give a well-rounded presentation of some problem of interest to those in the field of elementary education. I. THe PLACE OF THE ELEMENTARY SCHOOL IN OUR DEMOCRACY Dr. Willard E. Givens Tue OUTLOOK FOR URBAN ELEMENTARY EDUCATjON President C. A. Dykstra II. THe OvuTLooK FoR RuRAL ELEMENTARY EDUCATION Dr. Howard Dawson and Dr. John Kolb III. THe CHILD AND THE CURRICULUM Dr. William Heard Kilpatrick and panel. WILLIAM S. GRAY KATE WOFFORD eC Nn eiElementary School Principals Elementary Education of University of Wisconsin, Soisconsin Jul \- to to 1940 IV. READING AND LITERATURE IN THE ELEMENTARY SCHOOL Dr. W. S. Gray and Dr. Bernice Leary V. EVALUATION IN ELEMENTARY EDUCATION Dr. J. W. Wrightstone and panel. VI. PREVENTIVE AND CORRECTIVE WORK IN ELEMENTARY EDUCATION A symposium, including a speech pathologist, Dr. Robert W. West, an expert in health corrective work and psychologist. VII. INTERPRETING THE ELEMENTARY SCHOOL PROGRAM TO THE PUBLIC Dr. John Guy Fowlkes and panel. The other three meetings will constitute one of the unique features of the conference. They will be devoted to topics enrich- ing the outlook of the elementary school, and are planned to in- clude a symposium on the arts,—one on the present social scene and one on international conditions. 1:15-2:45 p.m. Stupy AND SEMINAR GROUPS The afternoon program will include a variety of seminars on the most important problems relating to the enrichment of the curriculum. There will be a prominent educational leader in charge of each seminar. Outstanding specialists will be brought in from day to day as resource leaders to contribute to the thinking of the group. The sections now planned are: I. How Can Citizensuip Be Burtt THROUGH THE Socrat StupIEs ? Modern social studies programs, meeting personal problems, ac- tivities to promote citizenship, utilizing the community, the place of geography, developing integrated units, and training teachers. II. Tue Use or Visuat Atps AND Rapio To ENRICH THE CURRICULUM. Visual Aids—Types and displays of equipment, sources and types of material, developing materials locally such as files, slides, films, helping the teachers to use materials, and planning and directing a program for a school. Radio—“Behind the scenes—scripts and studios,” types of equip- ment needed, a study of available programs and manuals, demon- strations of various types of programs, improving listening, and studio visitation. Cc. A. DYKSTRA JOHN GUY FOWLKES PRUDENCE CUTRIGHT J. W. WRIGHTSTONE EDWIN H. REEDER BERNICE E. LEARY HOWARD A. DAWSON ETHEL MABIE FALK pe SAMUEL A. KIRK III, Utmizinc New TECHNIQUES IN SUPERVISION FOR CURRICULUM ENRICHMENT. Developing a philosophy on the part of teachers, developing a democratic school, improvement of teachers in service, improving the selection of learning experiences, evaluating pupil growth, writing of units, pupil and class records, and evaluating instruc- tion. IV. ENRICHING THE CURRICULUM THROUGH THE LANGUAGE ARTS. Modern programs of language arts, improving reading enrichment through literature, relating language arts to other areas, diagnosis and evaluation, reading readiness, and improving speech habits, V. ENRICHING THE CURRICULUM THROUGH SCIENCE AND HEALTH. Why and what science in the elementary school, helping teachers get ready to teach science, using the immediate environment, in- cluding a field trip, and learning difficulties in science. Modern school health programs, health projects and activities at - different age levels, helping teachers develop health work, and developing programs of health service through cooperating agencies. VI. How Can THE CURRICULUM FOR EXCEPTIONAL CHILDREN BE En- RICHED ? Emphasis will be on the gifted, slow learners, and socially mal- adjusted child with deviation according to the interest of the members of the seminar. Problems treated will be differences in goals, planning the total curriculum, adjusting learning experi- ences, creative activities possible, providing socializing experiences, and a study of available materials. VII. How Can THE CuRRICULUM FOR RuRAL SCHOOLS BE ENRICHED? Special problems of supervision, organizing the daily program, the psychology of the rural child, enrichment through the radio, free and inexpensive materials available, enrichment in language arts and literature, in science, in social studies and in the creative arts. VIII. Procram oF EpUCATIONAL INTERPRETATION FOR THE ELEMENTARY SCHOOL. Meaning of, obligation for, and nature of education interpreta- tion, a technique for determining lay attitudes toward public education; what to tell, what not to tell, agencies and methods of school interpretation, utilizing the press, community agencies, and radio, relation of elementary principal to community, board, other principals, teachers, and school, and criteria for use by the principal. Seminars VI and VII will be organized for two special interests. The one on exceptional children will be of interest to those inter- ested in elementary education who have the problem of dealing with atypical cases, including slow learners, gifted children, speech defects, hard-of-hearing, sight-saving cases, and personality defi- ciencies. The other seminar organized for a special group is the one dealing with rural education. This will undoubtedly be of interest to those who have the responsibilities of rural schools. The evenings have been reserved for a general conference of the group. Exhibits, curriculum materials and libraries will be available. 114 THE NATIONAL ELEMENTARY R usué of « of tl the conf boat T. eral Prof cons vitat Dr. Math Minn: dent, Dr. H NEA Unive Falk, Madis Illinoi ington nati, ( Madis Steven fessor 4. Kir Milwa son, V Madis« East ( WHA, Wiscor mussen tion, TU Pathol Rural Assista: School Corey, neth L Paul SI Reg nornir ‘emest tion in will be pus, an at the PRIN( it a - lic PS, he Recreational Opportunities—There are un- usual recreational opportunities, and special trips of considerable interest. The living arrangements of the dormitories on Lake Mendota will mean that the social and recreational opportunities for this conference will be marked. Fishing, swimming and boating will be available. The Faculty. The course will be under the gen- eal direction of Dr. J. Murray Lee, Assistant Professor of Education of the University of Wis- consin. Outstanding leaders who have accepted in- yitations to participate in the program are: Dr. W. C. Croxton, Chairman, Division of Science and Mathematics, St. Cloud State Teachers College, St. Cloud, Minnesota; Miss Prudence Cutright, Assistant Superinten- dent, Minneapolis Public Schools, Minneapolis, Minnesota ; Dr. Howard A. Dawson, Director, Division of Rural Service, . NE.A., Washington, D. C.; Dr. C. A. Dykstra, President, Try Your Luck! University of Wisconsin, Madison, Wisconsin; Mrs. Ethel Falk, Formerly Curriculum Director, Madison City Schools, Madison, Wisconsin; Dr. W. S. Gray, Professor of Education, University of Chicago, Chicago, Illinois; Dr. Willard E. Givens, Executive Secretary, National Education Association, Wash- ington, D. C.; Dr. Carter V. Good, Professor of Education, University of Cincinnati, Cincin- nati, Ohio; Dr. John Hansen, Chief, Bureau of Visual Instruction, University of Wisconsin, Madison, Wisconsin, and President of the N.E.A. Visual Aids Division; Dr. C. D. Jayne, Stevens Point Teachers College, Stevens Point, Wisconsin; Dr. William H. Kilpatrick, Pro- fessor Emeritus, Teachers College, Columbia University, New York, New York; Dr. Samuel 4. Kirk, Director of Education of Exceptional Children, Milwaukee State Teachers College, Milwaukee, Wisconsin; Dr. Bernice Leary, Visiting Lecturer, University of Wisconsin, Madi- sn, Wisconsin; Dr. John Kolb, Professor of Rural Sociology, University of Wisconsin, Madison, Wisconsin; Miss Dorothy La Salle, Director of Health and Physical Education, East Orange Public Schools, East Orange, New Jersey; Mr. H. B. McCarty, Director of WHA, Wisconsin’s State Station; Mrs. Lois Nemec, State Elementary Supervisor, Madison, Wisconsin; Dr. Paul Misner, Superintendent of Schools, Glencoe, Illinois; Miss Carrie Ras- mussen, Teacher of Speech, Madison, Wisconsin; Dr. Edwin H. Reeder, Professor of Educa- tion, University of Illinois, Urbana, Illinois; Dr. Robert W. West, Professor of Speech Pathology, University of Wisconsin, Madison, Wisconsin; Dr. Kate Wofford, Director of Rural Education, State Teachers College, Buffalo, New York; Dr. J. Wayne Wrightstone, Assistant Professor of Education, Ohio State University, Columbus, Ohio; and from the School of Education, University of Wisconsin: Professors C. J. Anderson, Dean, Stephen Corey, Ira C. Davis, A. H. Edgerton, John Guy Fowlkes, R. J. Francis, Kai Jensen, J. Ken- neth Little, Gordon N. Mackenzie, Burr Phillips, Clarence Ragsdale, J. W. M. Rothney, Paul Sheats, T. L. Torgerson, Matthew H. Willing. Registration Fee and Credit—Registration will take place on Saturday morning, July 6. Students completing the course for credit will be allowed two emester hours credit. The registration fee of $16.00 includes regular registra- ion in the University, the report of the proceedings of the conference which will be made available later, use of the student recreation building on the cam- pus, and the services of the student infirmary in case of illness while in attendance at the conference. eee PRINCIPAL, FEBRUARY, 1940 115 Housing Accommodations—Members of the conference will be housed jy three dormitories on the lake front. Meals will be in an adjoining dining room, The meeting places are very near the living quarters. The rooms in the dormi- tories are all doubles and very comfortably furnished. They are new, having been open less than a year. The housing rate, including room and meals for the two weeks, will be $25.00. If accommodations are desired in the dormitories, the application blank accompanied by a deposit of $5.00 should be mailed to Miss Pinkston before May 25. The check should be made out to the University of Wisconsin. It is expected that the dormitories will fill early; therefore, you should send in your reservation as soon as possible. It will be possible to house in the dormitories men and women separately, or families. If there are two of you attending the conference who wish to room together, please make that notation on your reservation blank. The dormitory rooms have shower facilities on each floor. If accommodations are desired in a place other than the dormitories, please write directly to Dr. J. Murray Lee, School of Education, University of Wisconsin, Madison, Wisconsin, stating your desires. If families are coming with children and desire accommodations in the dormitories, please write to Dr. Lee for rates for children, stating the number in the family and the ages. There will be plenty of space available for the parking of automobiles. Additional application blanks may be secured from headquarters, 1201 16th Street Northwest, Washington, D. C. (Tear here and mail) APPLICATION BLANK Fourth Annual Conference on Elementary Education Department of Elementary School Principals July 6-19, 1940 Department of Elementary School Principals 1201 Sixteenth Street, N. W. Washington, D. C. I wish to become a member of this conference I wish (do not wish) college credit. Enclosed is $5.00.* Kindly make a reservation in the dormitory for me. Name Address Position * The check should be made out to the University of Wisconsin. Mail application and check to Mis Pinkston. 116 THE NATIONAL ELEMENTAR) SOl teac the prac exce thar som deve In accic I] \ W ings contr mime At No. . tribut detail befor pleme As Sentec ackno selves was f PRIN ing the ies, to sity you , or 0m tory 1 in Lee, your the aber 16th What Can We Reasonably Expect of Our Children? Solomon Sacks, Principal, Francis Read School, Philadelphia, Pennsylvania Time and again we have discussed this perplexing problem at our faculty and grade committee meetings. We are defi- nitely conscious of the educational limitations of our pupils. Diagnostic and prognostic tests have shown slight but not significant upward trends. The children are frequently re- classified to greatest advantage. In grades 2, 3, and 4, the children are grouped according to reading levels and reading disabilities. In grades 5 and 6, the work is planned to meet the need of the individual in the skill subjects. The teachers are conscientious and apply themselves diligently to their daily tasks. And notwithstanding this favorable set-up, our teachers keep constantly in mind the traditional grade standards rather than the pupil’s achievement level. Therefore, we met again to establish objectives which we thought would be practical and attainable. The problem was restated. In the light of former excellent contributions from the staff, the discussion was inspiring. Topics other than academic subjects were given careful consideration. The full and whole- some development of the child was the key note. It was agreed that character development was as important as mere subject matter mastery. In common, we developed four general headings. The order of these is accidental and expresses no significant importance in rank; namely: SOLOMON SACKS I. To acquire some command of fundamental skills. II. To acquire a fair store of common knowledge. Ill. To acquire and to develop wholesome attitudes expressed by civic- mindedness and social-mindedness. IV. To acquire and to develop desirable personal and social habits. With these as a guide we agreed to “boil down” our suggestions for subhead- ings until the “residue” expressed our thoughts as succinctly as possible. The contributions were put into writing and sent to the office to be collated and mimeographed. At the next faculty meeting copies of this outline (Read School Bulletin No. 25, March 1939) with ample space for writing in suggestions, were dis- tributed for perusal and discussion. At this point the group thought that more detail would establish greater definiteness of aim. Using the same technique as before, the outline was expanded into its fuller form (Bulletin No. 25, Sup- plement, September 1939). As the keynote for the school year 1939-40, this working philosophy was pre- sented for general consideration. The reaction was amazing. While we all acknowledged that it expressed a summation of practical objectives as we our- selves proposed them, we realized that it was an ambitious program. Our aim was rather high. Such desirable outcomes at the end of twelve years would PRINCIPAL, FEBRUARY, 1940 117 be highly acceptable and gratifying. We conceded that for a six grade elementan school, such as ours, we would probably have to modify our expectations co, siderably. Here was the challenge: Why shouldn’t we “keep our wagon hitched to ; star.” We are therefore carefully observing the practicability of our Statement , Practical Objectives. Here they are: I. To acquire some command of the fundamental skills A. To speak audibly and intelligibly with reasonable fluency using goo! II. To acquire a fair store of common knowledge A. To have ordinary health information B. AFTER SIX GRADES IN THE READ SCHOOL, WHAT? . To read orally and silently with a reasonable degree of efficiency . To write legibly and intelligibly with reasonable skill using go . To spell with a reasonable degree of accuracy the words common A Practical Statement of Objectives English 1. At work and at play—using one and only one accepted stané. ard of English . Free from foreign expressions and native vulgarisms . Free from speech peculiarities—defects and errors . In clear sentences using simple language In extemporaneous speech well 1. Books, magazines and newspapers 2. In comprehending current events English 1. A simple note or letter using good form 2. By expressing thoughts on paper used 1. In making use of the dictionary 2. In developing a spelling consciousness To figure simple arithmetic computations 1. In life’s problem situations 2. In simple measurements 3. In making change 4. In telling time 1. By making evident use of hygienic practices 2. By making dietary use of knowledge of food values 3. By making adequate use of communal health facilities To be acquainted with simple nature facts 1. By letting love of nature express itself in some visible form THE NATIONAL ELEMENTAR In pronouncing correctly, enunciating clearly, and articulatiy PRIN “Nntary 5 COn- | toa ent of ulatin: ncy z go nmoni form 2. By having elementary knowledge of weather, plant, and animal life. C. To know significance of events and facts of American history . Places of historic interest—especially local . Significance of holidays . Significance of struggle for “liberty and justice for all” Understanding of democratic institutions To appreciate the sacrifices of our forefathers in establishing and perpetuating our type of government D. To have intelligent command of geographic concepts and the relation of names and places 1. By understanding maps 2. By knowledge of production and occupational areas, and rea- sons therefore 3. By understanding interdependence as a cause of peace and strife 4. By studying the influence of topography upon life of people mn whrs = E. To know ordinary facts of governmental set-up: local, state, national 1. In application to current news 2. In associating events, names, places 3. In appreciating responsibility of voters 4. In keeping eternal vigilance as the price of freedom F. To appreciate cultural values in art, music, literature, etc. 1. For enjoyment and employment 2. For aesthetic development and enriched living lll. To acquire and develop wholesome attitudes expressed by social-mindedness and civic-mindedness . A. To accept responsibilities and duties graciously, and perform them cooperatively and congenially 1. By developing habits acceptable to the group 2. By participating actively, sharing in pleasure and profit 3. By learning to make personal sacrifices for group welfare 4. By being a good follower as well as a good leader B. To be honest, upright, and worthy of trust . Fair to all in work and play . Needing no incentive of reward . Punctual in attendance and completion of assignments 4. Reliable and well-behaved even when unsupervised 5. Of undoubted integrity in homework, recitation, and tests wd = C. To be loyal and to take pride in the blessed heritage of our country, its flag, its institutions, and its citizenship 1. By knowing the words of our national anthem, and “America” 2. By properly and reverently acknowledging allegiance to the flag 3. By being undivided in allegiance to our country 4. By visiting local historic shrines — VAR PRINCIPAL, FEBRUARY, 1940 119 5. By memorizing and understanding appropriate excerpts frop great historic documents: Preamble to the Constitution, Deck. ration of Independence, Bill of Rights, Gettysburg Address, ex D. To respect authority and the rights of others 1. In the absence of visible authority 2. In obedience to parents and teachers 3. In property rights 4. In care of borrowed property E. To make worthy use of leisure time In visiting libraries, museums, parks, etc. In selecting desirable books, radio, and cinema programs In making and sharing products of hobbies . In developing self-interest . In regard for the peace and tranquility of others . In making a hobby an avocation . In participating in music, sports, club, and church work, ete. In providing for physical, mental, moral, and cultural develop. ment F. To be free from bias, prejudice, and bigotry toward other races « creeds 1. In seeing the good in others 2. In appreciating interdependence and differences among _ peop 3. In a common zeal for the common weal CONAN WN IV. To acquire and develop desirable personal and social habits A. To be clean in mind and body 1. By attention to personal habits, acts, and conversations 2. By consideration of feelings of others 3. By deliberate studied action B. To take pride in work, personal appearance, belongings, and e& vironment 1. By being neat and clean about person 2. By care in performance of neat and tidy work 3. By awakening a neighborhood and community pride 4. By carrying influence of school into the home C. To be courteous, respectful, pleasant, and unselfish 1. By being helpful and kind to those about us 2. By observing the courtesies of the home, the school, etc. 3. By being considerate of mates in school activities 4. By having only one code of ethics and conduct D. To speak softly, to work quietly, and to listen attentively and polite 1. By using conversational tones for conversation 2. By waiting until the speaker finishes what he has to say 3. By concentrating attention on work E. To play the game fairly 1. For the joy of doing right 120 THE NATIONAL ELEMENTAR vate mea of tl call least All Annu held presic Orlea a nur a sple Th ment. becau ing th Pre Depar Wisco aftern which know All preside then a at cont lo thei a PRIN from Decla. S, etc, etc. velop. LCeS Of people nd et: politel TAR] 2. By accepting defeat gracefully 3. By being a modest winner F. To have courage to attack new problems and to be rational rather than impulsive in thinking and acting 1. By exercising initiative and control By learning to work independently By developing ability to size up situations By refraining from jumping to conclusions By making just and equitable decisions mn & Wd To what extent this Statement of Practical Objectives will successfully moti- vate our daily work remains to be seen. In June 1940 it will be possible to measure and to evaluate some of the fangibles in our program. An evaluation of the subtle intangibles will require further study. Perhaps in this area we may call upon the cooperation of the parents and even the pupils themselves. At least we know now the direction in which we are going. THE N.E.A. CONVENTION Milwaukee, Wisconsin June 30-July 4, 1940 ? All elementary principals should make an extra effort to attend the 78th Annual Convention of the National Education Association, which is to be held at Milwaukee, Wisconsin, June 30-July 4, and give loyal support to the president, Miss Amy H. Hinrichs, who is principal of Audubon School, New Orleans, Louisiana. Miss Hinrichs is a life member of the Department, and for anumber of years was our State Representative for Louisiana. She is planning asplendid program. It is one which you will thoroughly enjoy. The summer meeting is always a very important convention for the Depart- ment. It is at this time that plans are made for the ensuing year and it is because of this long time planning by the officers that the Department is meet- ing the needs of its members. President Irvin A. Wilson is preparing another outstanding program for the Department on Monday afternoon, July 1, and Miss Laura E. Kellar, president, Wisconsin Elementary School Principals’ Association, writes that “the Tuesday aternoon program, July 2, will be just as carefully planned.’ All contacts which headquarters has had with Miss Kellar and her committee makes us know her statement is true. All State and Local groups should begin now to make plans to send their presidents to conventions. If the entire amount of the expenses cannot be met, then a part should be contributed. These groups will find that the attendance atconventions of their presidents and officers will be of great professional benefit 0 their Associations and. Clubs. PRINCIPAL, FEBRUARY, 1940 121 Let's Make Our Resolution Come True! Eva G. Pinkston “Whatever is worth doing at all is worth doing well,”’—‘Hitch your wagon to a star” —“We have made a resolution.” All of these maxims can be taken ty mean much the same thing, namely, “A person must work (and do lots of it) if he expects to obtain the goal he has set for himself.” The Representatives oj the Department of Elementary School Principals have worked and still are wor. ing to obtain the goal they have set for themselves—increasing the membership of their state ten percent or more over the total of last year. They are now entering the homestretch of the race and it is most interesting to watch each one work so earnestly to reach his quota and have his state lead. The race is » close for some that those of us here at headquarters are beginning to watch closely each day’s mail to see which state is ahead. A friendly rivalry has devel. oped and it is interesting to look at our record and see that a state which stood ninth in October had displaced the state which has held the lead until this month by just a few more memberships. Now, don’t you know that the state represen tative of the state which has been displaced will spur all his group to regaip the lead? A state which stood sixteenth in October made a leap to eleventh place in November, went to second place in December, and is now third at the beginning of the new year. One of the most phenomenal races has been that of the state which, in October stood twenty-seventh in our list, but has climbed to 14th ai the first of the year, and we shall wager a guess that this state will continue t work and come in nearer the head of the group when the line is passed. We could continue to give the count and standing of all 56 states and United States possessions, for each one’s progress is interesting. All members should hel Representatives spread the news of the advantages of being members of the Department of Elementary School Principals—a department which is steadily striving to be helpful in improving the work done in our elementary schools. One Hundred Percent Records—Since the last issue of The Nation Elementary Principal word has been received from Representatives that the fd lowing places are 100 percent in membership: Indiana: Evansville, Indianapolis and Terre Haute; Michigan: District K and District P of Detroit; New Jersey: Pitman; New York: Scotia; North Carolina: Greensboro; Ohio: Rocky Rive and Shaker Heights; Oregon: Portland; Pennsylvania: West Chester ani Virginia: Charlottesville. Department Representatives—Below are listed the names of those reprt sentatives who have been appointed since the December issue of the bulletin wa published: ALABAMA ARIZONA County Representative — W. McKay County Representatives — Maurice Ca Wright, Birmingham Miami; and Martin C. Tate, Safford City Representative—G. T. Rodgers, Mont- City Representative—Harry C. J. Lennu gomery Chloride a, 122 THE NATIONAL ELEMENTA® [pAHO Cit There McSo! [LLING Cou Peoria City catur ; Mrs. I Evans! E. E. Havan Snne | Kewan Swarth Norma Corley, Lulu E Lomba netka NEBRAS Coun Dawsor City den New Ji City Mar Week, Norma: attentic last dvs On J vill be eperts private the nat More the wilc PRINC te! agon en to if it) es of vork. rship now each is $0 watch level- stood nonth “esen- egain ce in nning state 1th at jue to 1. We States help of the eadily ols. tional 1€ fol: apolis, ersey: River r and repre: in was , Case, Lennot ——" T ARI JpAHO City Representatives—Anna Johnson and Theresa Bunker, Idaho Falls; and Lillian McSorley, Lewiston ILLINOIS County Representative—John A. Hayes, Peoria. City Representatives—Lester Grant, De- atur; Morton M. Benham, East St. Louis; Mrs. Mary Walls, Elgin; Ruby E. Rowley, Evanston; Mary A. O’Connor, Freeport; —. E. McCoy, Geneva; Clara Tiedeman, Havana; Agnes M. Paxton, Jacksonville; Anne L. Smith, Joliet; Harriet M. Fredeen, Kewanee; Belle Prater, La Grange; W. E. Swarthout, Maywood; James H. Carnahan, Normal; Mrs. Anna N. Headley, Peoria; Rush Corley, Soarta; W. S. Albertson, Oak Park; lulu E. Barton, Wood River; C. E. Swingley, Lombard ; and Carleton W. Washburne, Min- netka NEBRASKA County Representative — Charles Davis, Dawson City Representative—Martha Lotter, Min- den New JERSEY City Representatives—Ralph McConnell, Atlantic City; E. Wallis McKendree, Cam- den; and Henry S. Hulse, Jr., Newark New York City Representatives—Ethel Lang, Albany; Eleanor M. Hogg, Amsterdam; Anna K. Os- trander, Auburn; W. S. Cofran, Batavia; Louisa Palen, Beacon; Frances T. Manny, Binghamton; Ella Smallenburg, Buffalo; John Sherrard, Buffalo; Johanna Byron, Cohoes; Helen L. Relihan, Corning; Olive Fish, Cortland; Oscar F. Kerlin, Elmira; Charles J. Otis, Fulton; Katherine Deasy, Glen Cove; Addison Hallock, Hudson; Freda Slater, Ithaca; Stella V. Johnson, James- town; Lillian B. Kenyon, Johnstown; L. B. Houghton, North Tonawanda; Pauline Van Aller, Schenectady; Clayton Summer, Syra- cuse; and Flora E. Steele, Utica PENNSYLVANIA City Representatives — Ray M. Cole, Bloomsburg; Mrs. Bessie S. Husted, Elkins Park; W. F. Grunizer, Johnstown; James W. Mates, Pittsburgh; and Elizabeth N. Pierce, West Chester VIRGINIA District Representatives — John Marvin Sweeney, Bumpass; and Oscar W. Fary, Jr., Richmond City Representatives —Florence Buford, Charlottesville; and Katherine Scott, Rich- mond WILDLIFE RESTORATION WEEK March 17-23 will be observed throughout the nation as Wildlife Restoration Week, which will again be sponsored by the National Wildlife Federation, Normandy Building, Washington, D. C. The purpose of the Week is to draw attention to the necessity of conserving America’s natural resources, which are st dwindling. On March 18-19-20, the Fifth Annual North American Wildlife Conference vil be held in Washington, at the Mayflower Hotel. Scientists and wildlife aperts from the United States, Canada, and Mexico, from governmental and tivate agencies, and from private clubs, will discuss ways and means of restoring the nation’s Wildlife. More than apt you have received notices from the Government asking that the wildlife of your vicinity be fed. PRINCIPAL, FEBRUARY, 1940 123 ~What’s Happening !! * Headquarters was delighted to have a visit from Mrs. Flora A. Ylagan, Ex- ecutive Secretary, The National Teach- ers College, Manila, Philippine Islands, on December 7, 1939. We are always happy to have our members drop in to see us. * The Tenth Annual Holiday Con- ference of the New York State Asso- ciation of Elementary Principals was held at Hotel Syracuse, Syracuse, New York, December 27, 28, and 29, 1939. “A Changing Curriculum for a Chang- ing World,” was the main theme of the meeting. The following officers were elected for the year 1940: President, Mary Lawlor, Syracuse; First Vice President, Henry H. Bormann, East Rockaway ; Second Vice President, Ada James, Buffalo; Secretary-Treasurer, Walter A. Le Baron, Schenectady. Again the New York State Elemen- tary Principals have attended a splen- did three-day meeting and have gone home inspired to do a much better job for the elementary school child. * George W. Coffman has served as an elementary principal in the same school in Ardmore, Oklahoma, for over twenty-six years. On December 15, 1939, the Parent-Teacher Association, former pupils, and the teachers of Ardmore gathered together to honor him. The completion of a beautiful new building furnished the setting. George W. Coffman’s history is a tribute to the teaching profession. He started in Tennessee, went to Okla- homa in 1896, and has been in the Ardmore schools 28 years. His formula for holding a job is this: “Never let 124 yourself think that they could not ge along without you.” Mr. Coffman js Representative for the Department oj Elementary School Principals in hi city. * A State Elementary Principals’ As. sociation has been formed in Illinois The first movement toward this for. mation of an association took place during the summer of 1939 when 4 number of men interested in the field of elementary education, met infor. mally to consider what means might be adopted to further the cause of the elementary schools of the state of Illi. nois. In September the same group thai met during the summer, gathered in Springfield to discuss the project with the officials of the Illinois Education Association. At this meeting a commit. tee was appointed to draw up a consti- tution and to present it at an organi: zation meeting to be held on Noven- ber 3 at Champaign. Wide publicity was given to the November meeting at which time the constitution was dis cussed at length and finally wa adopted section by section. The officers elected for this year are President, Otis K. McMahon, Carter ville; Vice President, L. V. Spriggs Villa Grove; Secretary, Don D. Shute East Peoria; Treasurer, James W Seibert, Taylorville; and Executive Committee: Alice McGinty, Cham paign; A. W. Boley, Kewanee; ai Everett L. Clinard, Oblong. Headquarters hopes other stalts which do not have a state organizatio of elementary principals will follow th example of Illinois. THE NATIONAL ELEMENTAR) for Pri tor nev firs 19: a | Pri pro can a li give one pap cipa wee lishe City cipa Bolt Mar teen Fifte Jerse Fray Frar Garf Garf Alice PRI. at get an js nt of n his s’ As. linois, S for- place hen a > field infor- might of the of Iii. > that red in t with cation ymmit- consti- yrgani- oven iblicity eeting, ‘as dis y Wa ar are Carter: spriggs Shute, es W ecutive Cham e; ani states rization low the a, | TAR! | * Mrs. Winona S. Cox and Mrs. C. M. Kendall were members of the Com- mittee to draw up resolutions on the death of Mrs. L. D. Goodwin, prin- cipal, Thomasville Elementary School, Thomasville, Georgia. These resolu- tions were adopted by the Second Dis- trict Department of Elementary School Principals of Georgia and a copy was sent to headquarters. * Elementary News, in name, is gone forever! But to take its place, the Princeton Elementary School, Prince- ton, New Jersey of which Mrs. Helen C. Brearley is principal, presents Roundabout Our School. This is not a newspaper, but is a magazine and the first issue was published in December, 1939. It will be published four times a year by the Sixth Grade of the Princeton Elementary School. The editors of this magazine have produced a publication of which they can be very proud. * Each issue of this bulletin carries a list of school newspapers. We try to give a sufficient address, so that any- one desiring to exchange school news- papers, can write direct to the prin- cipal. Among those which have come to headquarters during the last few weeks, we find: Barclay News, pub- lished by the Barclay School, Oregon City, Oregon, Mrs. Gussie Hull, prin- cipal; Bolton Bugle, published by the Bolton School, Cleveland, Ohio, Martha B. Markowitz, principal; Fif- teenth Avenues, published by the Fifteenth Avenue School, Newark, New Jersey, Harold D. Steward, principal; Franklin School News, published by Franklin School, Eveleth, Minnesota; Garfield Junior K yote, published by the Garfield School, Billings, Montana, Alice Lausted, principal; The Harding Se _— PRINCIPAL, FEBRUARY, 1940 Globe, published by Harding School, Detroit, Michigan, Inez Kepperling, principal; Patterson Booster, published by the Patterson School, Dayton, Ohio, L. Daisy Hammond, principal; and The Wright-News, published by Wright School, Beloit, Wisconsin, Edna E. Mumm, principal. * The fifth annual Candle-Light Christmas Carol Service of the Patter- son School, Dayton, Ohio, was held in the auditorium of the school, Tuesday evening, December 19, at 7:30. This presentation by the children of the school was given for the members of the Patterson School Association and their friends. Headquarters received a copy of the lovely program from L. Daisy Ham- mond, principal of the school. * The 1939 Proceedings of the San Francisco meeting of the Department of Science Instruction is on the topic, “How Science Fulfills the Needs of Boys and Girls.” This Yearbook is dis- tributed free to members of that De- partment and sells to non-members for 50 cents per copy. Orders can be sent to Aelfric James, Sr., 801 Spring Gar- den Street, Easton, Pennsylvania. * The Massachusetts Principals’ As- sociation made a recent study of the assembly programs in the schools. A questionnaire was sent to about two hundred principals. Milton L. Fuller, Leader of District No. 9 (North Shore) Discussion Group, made a com- pilation from the questionnaires re- turned. Headquarters received a copy of the report of the study, which is most interesting. * Let us know what your club is doing. 125 Your Bookshelf The Democracy Readers are splendid books economical, effective, and lasting. It is , with a great purpose. They constitute the planned supplement for the many first-hang first real step in a program of education for number activities which the child engages jp democracy. They lead every child to appre- during his early school days. The simple 4. ciate the greatness of our country not only as__ rections for interesting things to do give to its natural wealth and beauty but also real purpose to beginning reading. The mini. as to its significance as a land of liberty. mum vocabulary has been ingeniously hap. By stories, essays, articles, illustrations and dled. There are 45 additional words—“picture activities these books bring home to every words”—the meaning of which is always pupil in America a consciousness of his great obvious from a picture. heritage as an American. This book by John R. Clark, Arthur §, The series covers the work of the ele- Otis, and Caroline Hatton, has been pub. mentary school from the first through the lished by the World Book Company, Yonk- sixth grade, each book being carefully graded ers-on-Hudson, New York. as to vocabulary, sentence structure, style, ~~ - etc., to meet the abilities of children at the ; grade level for which each book is intended. There are many very fine professional The books in order of grade level are: ™agazines issued monthly, which _head- School Friends; Let’s Take Turns; Enjoying quarters office is privileged to see, but there Our Land; Your Land and Mine; Toward ate three which are most outstanding for Freedom; Pioneering in Democracy; and The their exceptionally fine articles, unit material Way of Democracy. creative work, stories, etc. We recommend These splendid books have been published these three magazines most highly to all who by The Macmillan Company, New York, work with the children in the elementary N. Y. school. They are: (1) The Grade Teacher is- x *k * sued by The Educational Publishing Cor- The first book of its kind to consider Poration, Leroy Avenue, Darien, Connecticut problems of the elementary school program The editor of this professional magazine for in their relations to the child, the way he classroom teachers of all grades is Dr. Flor. grows and learns and the way his personality °°¢ Hale. (2) The Instructor, formerly and interests develop, is The Child and His called the Normal Instructor and Primary Curriculum by J. Murray Lee, and Dorris Plans, is published by the F. A. Owen Pub- May Lee. The primary purpose of this book lishing Company, Instructor Park, Dansville is to help the teacher in the elementary ao York. Fag crag oae . - se school and the student who is preparing to O itor, — Ww > Ce kli . ene my enter this field of education to handle effec- age aeme ‘Soe amar dane ee i - tively the modern school programs. (3) Children’s Activities is published by the Throughout the book, the authors have Child Training A ssociation, Inc., ae given special attention to the practical as- Wabash Ave., Chicago, Titinois. Garry ae pects of their subject. The discussions are land Myers is Editor of this magazine whic well illustrated by descriptions of actual prepared for home and school use. classroom situations and the practices of xk k * school systems. It is a useful manual for ele- More and more educators are feeling th mentary school principals, supervisors, and need for giving children a knowledge 0 teachers. science before they reach the high schod D. Appleton Century Company, New The Macmillan Company, New York, N.Y York, N. Y, has published this splendid new has just published new books for junit! book. science courses. These three volumes x *&* * Science in our Modern World by Ralph bk First Number Book, a preprimer of num- Watkins and Winifred Perry are: Book On bers for beginners, provides a continuity of Understanding Science; Book Two: Scien! activity and experience without which the for Daily Use; and Book Three: Science {i learning of basic number concepts cannot be Human Control. is a -hand ges in dle di- ) give mini- * han- Dicture. always hur §, | pub- Yonk- ssional head- t there ng for aterial, mmend ill who rentary cher is- z Cor- ecticut rine for r. Flor- ormerly >rimar) n Pub- unsville, . Owen lary E. Editors by the 1018 $ > Cleve- e which ling the edge 0! school , N.Y » junio: mes 0 alph ok One Scientt ‘ence jo You Are Onvited "To Become HA Life Member f Che Department of Elementary School Principals SUNVPL A life membership in the Department gives the member all the rights and privileges of active mem- bership throughout life and does away with further payment of dues. The fee of $50 may be made in full or in deferred payments of $5 or $10 per year. A gold key, pin, or button and a life membership certificate will be sent to you immedi- ately upon receipt of application. Two dollars added to your present membership fee may be used as your first payment of $5. Send your application to me at headquarters, the address of which is at the bottom of this page. HERBERT C. HANSEN, DirECcTOR LIFE MEMBERSHIP DIVISION DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 1201 Sixteenth Street, N. W. Washington, D. C. EDUCATIONAL OPPORTUNITY The defense against a bad idea is a better idea; the defense against a half truth is a truth; the defense against propaganda is education; and it is in education that democracies must place their trust. We must not keep our people from reading or listening. We must not censor what they see or hear. The good citizen must know. Then we shall not be seduced by the blandishments of the enemy. The good citizen must answer. Then we can tolerate the abuses of freedom of speech. In modern warfare, with the initial campaigns fought over the air waves and in the press, the first line of defense lies in our schools and in other means of education. Our teachers, and not the marines, will be the “‘first to fight.” —William F. Russell A AL I , OF (CH HE DEN’ 1940